We analysed data on source of inquiry, type of inquiry, and broad categories of complaint.
However, we did not adjust this analysis for inquiry type because of problems of non-convergence.
Inquiry type: guided inquiry, open-ended inquiry, research (including teacher-collaborative and structured research experiences), and other (e.g., case studies, problem-based learning, model building).
Biology subdiscipline, course level, and inquiry type did not influence the type of assessment (Table 1 and Figure 3).
Explanatory variables included were sex, country of qualification (grouped as UK, rest of European Union and European Economic Area, and outside this area), years since qualification, doctor's specialty, inquiry type, inquiry source, and (in selected models) content of inquiry.
These included three inquiry related variables: inquiry source (member of the public, public organisation, person acting in a public capacity, other doctor), inquiry type (complaint, referral, criminal conviction, determination), and inquiry content.
*Adjusted relative odds of high impact outcome rather than low impact outcome adjusted for sex, years since primary medical qualification, medical specialty, source of inquiry, type of inquiry, and content of allegations (allegation type was not included at triage stage).
Physics Process Oriented Guided Inquiry Learning Instructional format where students work in self-managed teams on inquiry-type activities.
In the first phase of the course, safety, science process skills, inquiry, and different pedagogical approaches, ranging from a traditional teaching approach to the open-inquiry type of instruction in science teaching, were introduced throughout three weeks, and in the following three weeks, pre-service teachers presented their LPs in groups in microteaching hours.
